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Romi Junior Mongdong
Manajemen Pendidikan, Universitas Negeri Manado, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Mathematics Physics

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The Influence of Principal Leadership and Academic Supervision on Teachers’ Teaching Performance at SMA Negeri 1 Bitung Marina Kairupan; Joulanda Altje Meiske Rawis; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i2.229

Abstract

This study aims to analyze the influence of principal leadership and academic supervision on teachers’ teaching performance at SMA Negeri 1 Bitung, both partially and simultaneously. This research employed a quantitative approach using an explanatory research method. The population consisted of all civil servant teachers at SMA Negeri 1 Bitung, totaling 31 individuals, with a saturated sampling technique (total sampling) applied. Data were collected through a closed-ended questionnaire using a Likert scale that had been tested for validity and reliability, and were analyzed using multiple linear regression with SPSS software. The results indicate that: (1) principal leadership has a positive and significant partial effect on teachers’ teaching performance, with a value of 3.106 > 2.048; (2) academic supervision has a positive and significant partial effect on teachers’ teaching performance, with a value of 4.002 > 2.048; and (3) simultaneously, principal leadership and academic supervision have a significant effect on teachers’ teaching performance, with a value of 50.008 > 3.34. The coefficient of determination (R²) of 0.625 indicates that these two independent variables contribute 62.5% to the variation in teachers’ teaching performance, while the remaining proportion is influenced by other factors outside the research model. These findings emphasize that the synergy between supportive leadership styles and well-planned academic supervision is a key factor in enhancing teacher professionalism and the quality of learning in schools.
The Influence of Participatory Leadership On Employee Performance At The Office of Women’s Empowerment, Child Protection, And Family Planning In Tambrauw Regency, Southwest Papua Yeremias Assem; Jeffry Sony Junus Lengkong; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 2 (2026): May 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i2.501

Abstract

This study aims to empirically examine the influence of participative leadership on employee performance at the Department of Women's Empowerment, Child Protection, and Family Planning (DP3AKB) of Tambrauw Regency. The urgency of this study is driven by significant social service challenges, such as handling stunting and overcoming geographical constraints in the region. The research method utilizes a quantitative approach with a causal (explanatory research) design. A population of 38 employees was fully involved as respondents through a saturated sampling (census) technique. Primary data were collected via Likert-scale questionnaires, structured observations, and documentation studies, which were then analyzed using simple linear regression through SPSS software. The results show that the participative leadership style at DP3AKB is in the high enough category (average of 50.2895), while employee performance is in the good category (average of 50.2105). Hypothesis testing proves that participative leadership has a positive and significant effect on employee performance with a t-count (10.840) > t-table (2.037) and a significance level of 0.000 < 0.05. The coefficient of determination () of 0.765 indicates that the participative leadership style contributes 76.5% to the variation in employee performance. In conclusion, the implementation of inclusive leadership through open communication and staff involvement in decision-making is proven effective in increasing work productivity. Leaders are advised to optimize their role as facilitators to maintain employee motivation in achieving organizational targets.
The Influence of Principals’ Technological Leadership and Teachers’ Digital Competence on The Readiness For Implementing Coding and Artificial Intelligence-Based Learning in Senior High Schools in Langowan District Yully Kiroyan; Deitje Adolfien Katuuk; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.340

Abstract

This study aims to analyze the influence of principals’ technological leadership and teachers’ digital competence on the readiness for implementing coding and artificial intelligence-based learning in senior high schools in Langowan District. Employing a quantitative approach with a survey method, the study involved 79 teacher respondents through questionnaire data collection that had been tested for validity and reliability. The data analysis technique used was multiple linear regression assisted by SPSS software. The results indicate that principals’ technological leadership has a positive and significant effect on implementation readiness. Furthermore, teachers’ digital competence is also proven to have a positive and significant effect on such readiness. Simultaneously, these two variables contribute a significant influence of 68.8% to the readiness for implementing coding and artificial intelligence-based learning. These findings conclude that strengthening technological leadership and enhancing teachers’ digital competence are strategic factors in successfully advancing educational transformation in the digital era
The Influence of Principal Transformational Leadership and Organizational Climate On Teacher Performance At SMA Negeri 9 Manado Valentin Glady Sumual; Joulanda Altje Meiske Rawis; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.456

Abstract

This study aims to analyze the influence of the principal's transformational leadership and organizational climate on teacher performance at SMA Negeri 9 Manado. This research uses a quantitative approach with a survey method. The population of the study consisted of 124 teachers, with a sample of 94 teachers determined using the Slovin formula. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using multiple linear regression. The results showed that the principal's transformational leadership has a positive and significant effect on teacher performance with a t-value of 2.598 and a significance level of 0.011 (<0.05). Organizational climate also has a positive and significant effect on teacher performance with a t-value of 7.071 and a significance level of 0.001 (<0.05). Simultaneously, both variables have a significant effect on teacher performance with an F-value of 141.782 and a significance level of 0.001 (<0.05). The coefficient of determination (R²) value of 0.752 indicates that 75.2% of the variation in teacher performance is influenced by these two variables. It can be concluded that improving transformational leadership and a conducive organizational climate can enhance teacher performance.
The Influence of Principal’s Managerial Skills and Work Motivation on Teacher Performance at Junior High Schools in Tompaso and West Tompaso Districts Laurina Jafar; Deitje Adolfien Katuuk; Romi Junior Mongdong
International Journal of Science and Environment (IJSE) Vol. 6 No. 1 (2026): February 2026
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijse.v6i1.461

Abstract

This study aims to analyze: (1) the partial influence of the principal's managerial skills on teacher performance; (2) the partial influence of work motivation on teacher performance; and (3) the simultaneous influence of both the principal's managerial skills and work motivation on teacher performance at Junior High Schools (SMP) in Tompaso and West Tompaso Districts. The background of this research is the stagnation of teacher performance, characterized by the continued use of conventional teaching methods and fluctuating levels of motivation in managing complex curricular administrations. The research employed a quantitative approach with a survey method. The population consisted of 71 junior high school teachers in Tompaso and West Tompaso Districts, where the samples are 42 people. Data were collected through questionnaires and analyzed using Multiple Linear Regression techniques via SPSS 29 software. The results of the study indicate that: (1) The principal's managerial skills have a positive and significant influence on teacher performance, with a regression coefficient of 0.380; (2) Work motivation has a positive and significant influence on teacher performance, with a regression coefficient of 0.618. Work motivation was found to be the most dominant variable influencing teacher performance in the region; (3) Simultaneously, the principal's managerial skills and work motivation significantly influence teacher performance with an F-value of 54.420 (p < 0.001). The combined contribution of these two variables to the variation in teacher performance (R-Square) is 73.6%, while the remaining 26.4% is influenced by other factors outside this research model.
Co-Authors Deitje Adolfien Katuuk Jeffry Sony Junus Lengkong Joulanda Altje Meiske Rawis Laurina Jafar Marina Kairupan Valentin Glady Sumual Yeremias Assem Yully Kiroyan